Rhyming Activities-Ending Sounds

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Learning Segment Focus or "Big Idea":

Recognizing Words that Rhyme
Grade: Kindergarten		Content Area: Reading/Writing
Time Allotted: Approximately 30-45 minutes (10-15 minutes per activity)		Classroom organization: Lesson begins with whole class instruction then will switch to group work that will involve independent work.
Resources and materials: For Teacher Handouts (Check blog-Rhyming Activities-Ending Sounds) Markers/Sharpies Projector Stapler For Student Pencil Twistables/Crayons Scissor Glue Sticks Eraser
Content Standard(s): Phonological Awareness: 2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (a)Recognize and produce rhyming words. (b)Count, pronounce, blend, and segment syllables in spoken words. (d)Blend two to three phonemes into recognizable words. (e)Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three phoneme (consonant-vowel-consonant, or CVC) words. (f)Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Phonics and Word Recognition: (a)Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the frequent sound for each consonant. (b) Associate the long and short sounds with common spellings (graphemes) for the five major vowels. Comprehension and Collaboration: 1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges.
Specific Academic Learning Objectives: What do you want students to learn in this lesson? Students will learn: I want the students to be able to begin recognizing that words rhyme. Students will also begin to develop strategies that will help them work as a group, work individually, and learn from their peers. I want the students to also practice blending letters in words together. What should students be able to do after the lesson? Students will be able to: The students will gain experience recognizing rhyming words. As well as developing their fine motor skills, working as a group, and developing skills on how to blend letters in words together to sound out the meaning of a word.
Prerequisites: What skills, knowledge and prior experience do students need for this lesson? -The students will need to know how to rotate table groups, share materials, and have developed some independent work skills. The students should be shown how table stations work in order to obtain this. (When you hear the bell that means you have one minute to finish. When you hear the bell again that means you need to rotate to the next station.) The students should also have experience working at a table independently doing something simple such as finishing a picture or a cut-out. -The students should also have an understanding of the sounds that the individual letters make in the alphabet. How will you determine whether students have these? -Informal assessments-listening to students responses, making sure to politely correct incorrect responses, watching them work, and asking them what their thinking is. -Formal assessments-collecting handouts at the end of the lesson to assess individual level of understanding. How will you connect to students' interests, backgrounds, strengths and needs, including their cultural, ethnic, and socio-economic differences? -The student will be randomly called on to answer questions to help the students stay motivated and to keep paying attention by using popsicle sticks with their names on them. The students will have the lessons modeled to them during explicit instruction on the carpet to help fix any misconceptions or confusion and a finished product of the activity will be complete and shown to them to help gain a better understanding and get ideas from. These activities will also allow the students to work and interact with others and learn from each other.
Academic language demands: What academic language is used in the lesson? (Vocabulary, language structure and conventions, genres, symbols, etc.) - Recognizing that words that have similar ending sounds rhyme such as pig, big, fig, twig... What are the language demands of the task? Please address receptive (listening, reading) and productive (speaking, writing) skills. -The students will need to be able to demonstrate the beginning development of understanding that words that end the same rhyme which will help them become better readers and spellers.
Accommodations (to ensure all students have access to the curriculum): How will you make the academic language accessible to all students? -Each step will be modeled. The activities that will be completed throughout this lesson build upon each other to help students develop a deeper understanding of the objective of the lesson. How will address the specific needs of your English learners? -Each activity builds upon each other to help familiarize the student with the objective. The students who need further practice will be given the opportunity to grow upon what they already know to develop a deeper understanding and the students will be given the opportunity to speak to one another in hopes that they can learn from the students who have a deep understanding. How will you address the specific needs of your students with special needs? -Allowing plenty of time for students to process the information and work time. Working with a small group assists them in their learning. The teacher will need to be walking around the room listening to the students and correcting any misunderstands and working with the students that need more individual assistance.
Assessment: What evidence of student learning will you collect? -FORMAL-The handouts will be collected and reviewed at the end of the lesson. -INFORMAL- Listening to student responses. How will you use this evidence? -If the student does not yet recognize the letter name and sound the student(s) will be given further worksheets and reading to practice at home or during class time. After assessing the handouts and determined how well the class as a whole has understood the lesson will determine if it seems appropriate to move to other letters in the alphabet. What criteria will you use to interpret the evidence? -If the students correctly place the sounds they hear in the correct order and if the ending sounds stay the same. The words made also need to match with the picture. How will the evidence affect your next steps in teaching? -How much review will be given before moving on more complex rhyming and blending of words that need to be taught to them before the school year ends.
Instructional Sequence:
	Set or introduction: How will you begin the lesson? How will you engage and motivate learners, connect to prior experience, activate prior knowledge and/or share learning outcomes? The lesson will begin with whole class instruction on the carpet. The teacher will demonstrate how to complete handout #1 that will be the activity for Station 1. The teacher will show the students how to cut out each rectangle and telling them the letter name and sound of each letter-and then having them repeat after. The teacher will use glue at the top of the rectangle where the dot is located and place it on top of the dot on the page that has “ot”. The teacher will sound out the sounds in “ot” and show the students that when you place the d in front of “ot” you made the word dot. The teacher will spell and say each word (dot, cot, hot, and pot).  In the open space provided on the side the students can practice writing dot, cot, hot, and pot. The teacher will show the students a finished product and explain to them that now they know how to make a flip book! When they have finished and if there is time they may color the pages in their flip book.  For Station 2 the students will need to write the letters that make up the word that goes with the picture. For example, if the picture showed a pig the teacher would demonstrate her/his thinking on how to determine which words should go in the blank spaces provided. The teacher would say the word pig out loud and ask the students what sound they hear at the beginning of the word pig, the teacher would then say the sound for the whole class to hear and repeat.  The teacher would then ask which letter makes the p sound? The teacher would write p in the first empty box next to the pig and cross out the letter p after the students response.  If the student is struggling with remembering which letters makes what sound remind them that they can review the alphabet chart and look at the image above the letter and say its name.  Then the teacher would ask what is the next sound you hear? The teacher would write the letter I and do the same procedure for g. Then the teacher could ask the students if they wanted to know a secret about finishing this worksheet. The teacher would explain that each picture rhymes and ends with the same last two letters- ig! The teacher would say the name of each picture and explain that after you write the letter you cross it off. Before the students leave carpet they will do a whole class activity that will be done in small groups for the activity at Station 3. The students will each be given a card to read. The teacher will assist and helping them stay organized, paying attention, and sounding out their cards. Once all the cards have been read the students will then be told to go to their table (which would have been previously assigned to them) and begin the activity at that station. Each station will last 10-15 minutes. If students finish early and have cleaned up their area they may go read quietly on the carpet until it is time to rotate.
	Developing Content/Body of Lesson: What instructional strategies and learning tasks will you use in the main part of the lesson? -Repeat after me, modeling, interaction with others and partner work.
	Checks for Understanding / On-going informal assessment: How will you know what students are understanding? (questioning and observing throughout the lesson) -I will determine how well the students are listening during instruction and the answers they provide. I will have them explain their thinking and having the students share their work with me.
	Closure: How will learners summarize or reflect on what they learned (for example, share work, share a strategy, share a process, discuss what they learned, raise a new question)? -Once the students have visited each station they can share their work on the projector or with a partner.
	Extending the Lesson/Homework (optional): -Practice the same worksheets or worksheets that are similar at home.
	Reflection, Next Steps: -After reflection has been done on the students level of understanding will be determined if further practice with the academic terms is needed or if it seems appropriate to move on with new and different activities that provide them with exposure to new words and sounds.